Sackville Heights Junior High Planning For Improvement SMART GOAL

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Sackville Heights Junior High Planning For Improvement SMART GOAL Updated February 2007 1. Literacy SMART GOAL: By the spring of 2008, 90% of the grade 9 students at Sackville Heights Junior High will meet the expectations of the provincial literacy assessment. Currently 82% of the students meet expectations.

Indicators Measure Target Grade level Reading fluency Running records Independent Fluency by completion of grade 9 year Appropriate text selection demonstrate five finger rule LSP Results (Grade 9) 90% meet expectations Identifies Main Idea Concept Classroom Observations Able to identify and express main idea Grade level Writing Fluency pre/post tests (school based) mastery of outcome 10.1 Use of Student Portfolios Ability to identify a collection of artefacts that reflect writing outcomes LSP Results (Grade 9) 90% meet expectations Clear Organizational Flow Persuasive Essay 3 rd level of school based writing rubric Literacy Action Plan 2006-07 Phase One (September to November) Grade Level Planning Meetings 3 Common Assessments/Rubrics for Reading and Writing Workshops On going PD- (Completed Oral Records, Writing Workshops) Review of all Reading Strategies Oral Reading Records (All students) Reading Assessment Pre-test (grade 8) Implementation of Reading/Writing Workshops Phase Two (December to March) Map ELA/FLA Curriculum Mapping & Outcome Alignment Grade Level ... more. less.

Planning Meetings (To review individual student needs and identify strategic interventions) On going PD as needs are presented Oral Reading Records (All Students) Pre-Test 3 Common Writing Assessment Instructional emphasis on text features and inferencing All teachers implement Writing workshops that reflect test results to respond to individual needs All teachers implement Reading workshops that reflect results to respond to individual needs Phase Three (April to June) Oral Reading Records (non-fluent readers only) Reading Strategy Test Grade 7 Post Reading Assessment Grade 8 Post Writing Assessment Grades 7-9 Grade 9 Provincial Literacy Test Literacy Data included in Transition Meetings Introduce a Summer Reading Incentive Program 2. Numeracy SMART GOAL: By the end of the 2009 school year, 70% of the grade nine students of Sackville Heights Junior High will demonstrate competency or proficiency in the Fraction Operations Strand. Indicators Measure Target Teacher implementation Anecdotal Reflections 100% collaboration of current strategies Math Binder of Strategies 70% Assessment Canadian Achievement Competent + Proficient Performance Test (CAT 3) = 70% total Concept Growth School Based move from 0,1,2 to Pre and Post Tests 3,4 in rubric Ability to solve Problem of the week/month Increased success rate by Problems with month fractions Successful Mental Math Increasing number of Demonstration of correctness, daily inclusion of fundamentals Fundamental tests fraction based questions Class based assessments Grade level Outcome Classroom Based 70% at grade level Achievement Assessments Numeracy Action Plan 2006-07 1. Teachers will develop grade level pre and post tests in Fractions. 2. Teachers will use the pre-test data results to determine areas of need. 3. Teachers will deliver lessons or mini lessons which will incorporate the areas of need regarding Fractions. 4. Teachers will ensure that they are implementing current and research based Teaching Strategies 5. Teachers will be in-serviced on the Fraction factory and other manipulatives, mental math and problem of the week within the Fraction strand 6. Consultations with our Math Mentor to discover other methods of supporting learning. 7. Teachers will consult with our Math support teacher for assistance with students in need. 8. Encourage parent involvement with student Math work at home. 9. To review current school based assessment rubrics and align with CAT 10. Formalize collection of mental math and problem of the week results 11. Establish common collection of resources, strategies, etc 12. Align curriculum with grade levels and school wide to facilitate common planning and assessments 3. School Climate 90% of the students of Sackville Heights Junior High will consistently demonstrate respectful behaviours that are conducive to both social and academic success by June of 2008. Indicators Measure Target and Action Academic Responsibility / Work Habits (Respect for Learning Respect for Self) Student Work Habits 3 f organizational skills and efforts f timely work completion Student Profile Agendas used to record assignments Agendas used when leaving a class Homework completion Monthly Checklist of behaviours to parents Principal 9s List Science Fair Participation Report Cards Website Counter Student Led Conferences 90 % of students will f achieve a consistency rating on the criteria of the profile f meet monthly checklist expectations f participate in science fair (Gr9) f use their agendas to record assignments f use their agendas when leaving class Pro-Social Behaviors 3 the Matrix Respect for self Respect for others Respect for Learning Respect for the Environment cGotchas d given(student #s and teacher use) Student of the Month Office Referrals Attendance Statistics Student Involvement in Clubs and Extracurricular Activities Full Staff participation in Positive Recognition Programs 90% of students are comply with universal interventions 90% of students attend school regularly 90% of students participate in school activities Students feel Safe Respect for self and Others U Matter Feedback Bullying Reports RCH referrals Student Survey Smooth movement between classes 100% of Students feel safe in school. Student survey reveals school safety concerns Students 9 Success is Recognized and Celebrated students are recognized for their efforts in sports, school activities, for leadership, academic success and for meeting behaviour expectations (matrix) Assemblies & Awards (sports, academic, music, leadership, attendance, etc) Gotchas Store - Assembly Draws Student Work Displayed Student Led Conferences Full Staff participation in Positive Recognition Programs Consistent Responses by Staff School Climate Action Plan 2006-07 1. Review the use of cGotchas d 2. Develop an effective means of monitoring academic responsibility (monthly tracking checklist). f Encourage specialist teacher and homeroom teacher collaboration to promote a consistent approach to behaviour issues 3. Track cGotchas d, attendance, office referrals 4. Develop a student survey that includes a map of the school asking where you do not feel safe. 5. Use that survey to develop plans to tackle the safety issues that become evident from the survey. 6. Deliver a matrix quiz. 7. Administration recognition program for class settings. 8. Add perfect attendance awards. 9. Review consistent application of climate plans by staff. 10. Conduct further research on PEBS strategies, network for best practices and present to staff for professional development.

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